The study examines how teachers motivate pupils to read literature and how teachers utilize fiction literature and the narrative of other media to motivate pupils. The study’s method is qualitative interviews of four teachers and the result is formed by a thematic analysis and grounded theory. To motivate pupils to read literature, the result shows that all the respondents conducts a democratic education where the pupils in some way have influence on their education. Despite what is mentioned above, the respondents’ methods and strategies differ. The foremost providential implications are to schedule reading, highlight its benefits and cooperate with the school library. All the respondents utilize fiction literature and the narrative of other media to motivate pupils in some way, inter alia by digital technology on the basis of the new curriculums. Two respondents are more conservative, and the others are more innovative in terms of using the technology to make stops in the text and process the reading in an aesthetic and efferent approach.